Connecticut Mandates Indigenous History Education Amidst Critical Race Theory Controversy
Connecticut is named after the Mohegan word "Quinnehtukqut" which means "beside the long tidal river.” There is no guarantee that any child in the Connecticut school system would know this simple historical fact, as there was previously no requirement for Indigenous history to be taught in schools. However, starting in 2023, Connecticut social studies curriculums must include local Indigenous history. (USNews) This new legislation will ensure Connecticut students have the chance to learn a more thorough history without being shielded from the atrocities our nation was built upon.
But what exactly does this legislation say? Steve Armstrong, a Connecticut Department of Education Social Studies consultant, explains that the law is very vague. The legislation does not enforce a specific curriculum or approach to teaching Indigenous history, but rather simply mandates the inclusion of a local Native history curriculum by the 2023-2024 school year. (NPR)
Leaving the method of including Native history in the curriculum sounds risky. This openness may allow schools to get away with doing the bare minimum. However, this flexibility built into the law could allow for more effective ways of integrating Native studies into the curriculum. While some may go about including Native history through creating separate Indigenous Studies units or courses, there are many ways it can be woven into the existing curriculum. Endawnis Spears, the Navajo director of programming and outreach at the Akomawt Educational Initiative, has advocated for teaching Indigenous history through existing classes on literature, geography, and civics. Chris Newell, the Passamaquoddy co-founder of the initiative, argues that this method is more effective than creating a separate Indigenous Studies class. (NPR)
The Akomawt Educational Initiative is a multi-tribal organization of museum and classroom educators that is working to help provide educators with accurate resources on Native history. They have already worked with a Connecticut elementary school to transform their pre-existing colonial unit from a colonizer-centric narrative to an Indigenous-centric one. (NPR) Their history classes now begin thousands of years before European colonization, shifting away from the concept that this land’s history is significant only starting with the Europeans’ arrival.
The Mohegan and Mashantucket Pequot tribal nations have also created educational resources for Connecticut students. The learning objectives they emphasize include understanding Native communities before European colonization, examining the relationships between Native people and English settlers, and understanding contemporary Native hardships. (Mohegan Tribe & SimonPure Productions) Connecticut’s Department of Education must use such resources from tribes themselves to ensure that the curriculum is accurate and respectful.
The mandate also specifically focuses on local tribes. The chairman of the Mashantucket Pequots Rodney Butler has supported this emphasis on local history, stating that it is important to “learn about the Eastern Woodland tribes, the tribes that Connecticut was founded on.” (USNews). Presently, the state of Connecticut recognizes the following five local tribes: Golden Hill Paugussett, Mashantucket Pequot, Mohegan, Paucatuck Eastern Pequot, and Schaghticoke. There are also many unrecognized tribes, including the Wangunk, Nehantic, and Nipmuc. (Reinhart) Hopefully, the future Connecticut curriculums will include histories of both recognized and unrecognized tribes.
So, what steps are happening right now to advance the new curriculum before its full implementation in 2023? Currently, legislators and consultants like Steve Armstrong are meeting with constituent groups to create curriculum resources. Armstrong also hopes to create a summer workshop program for teachers and the public, as many teachers have also not been exposed to Native history before. (NPR)
We cannot discuss this legislation without crediting Natives’ long-term fight for representation in education. For decades, Native advocacy groups have lobbied for legislation like this. They have surveyed the American education system to determine what parts of history were omitted. Only two years ago, the National Congress of American Indians found that less than half of the American states reported Native history being “required and specific to tribal nations in their state” (USNews). Research like this facilitated the new Connecticut legislation.
The push for mandated Native history education gained momentum in recent years as American Indians’ and Alaska Natives’ census count skyrocketed. From 2010 to 2020, their reported population grew from 4.5 million to 9.7 million people. (Route Fifty) This increased recognition of Native people encouraged schools and legislators to rethink the social studies curriculums.
While Connecticut is one of the first states to formally enact such legislation regarding Indigenous history education, North Dakota has also recently started requiring Indigenous history lessons. California may soon enact a similar mandate. Other states, including Oklahoma, Oregon, Washington, and Wisconsin are taking similar steps, but are not quite as far into the process.
While this census increase helped support the push for curriculum change, it should not have been necessary. Sarah White, the lead facilitator for the South Dakota Education Equity Coalition, said it best: “Whatever our population, morally and ethically speaking, we are the original inhabitants of this land...and that should be enough for our inclusion.” (Route Fifty)
This new Connecticut legislation passed amidst national outcry over critical race theory in the classroom. Any curriculum regarding race, ethnicity, and colonialism is presently under heavy scrutiny, even though these topics are simply a part of our history. While the new Connecticut legislation is a step in the right direction, the threat of the critical race theory moral panic looms.
Months ago, Texas enacted a similar law requiring Indigenous history lessons in public schools. That requirement was soon withdrawn in an attempt to curb critical race theory in the classroom. Recently in South Dakota, a committee was tasked with revising the social studies curriculum. They soon found that Governor Kristi Noem was editing the social studies standards, deleting references to Natives, including “historical lore and lessons on the meaning of symbols such as star quilts, buffalo and medicine wheels.” (Route Fifty) Yes, these states’ political climates are markedly different from Connecticut’s, but just because a state is blue does not make it immune from such fervent hysterias. This one step forward, two steps back situation is a slippery slope.
This new legislation is certainly something to celebrate. But we cannot let our guard down. We cannot let this legislation fall victim to the American fear of acknowledging the harsh reality of our history. We must also remember that this is one victory among the scores of injustices Indigenous people have historically faced and are still facing today. The fight is not over.
Sources:
Adams, Joshua “How the War Over Critical Race Theory Affects Native Americans.” The Nation, 2 November 2021 https://www.thenation.com/article/culture/native-americans-crt-debate/
Henderson, Tim “Census Prompts Push for More Indigenous School Lessons.” Route Fifty, 19 October 2021 https://www.route-fifty.com/health-human-services/2021/10/census-prompts-push-more-indigenous-school-lessons/186206/
Nalpathanchil, Lucy “Indigenizing Connecticut curriculum.” NPR, 12 October 2021 https://www.ctpublic.org/show/where-we-live/2021-10-12/indigenizing-connecticut-curriculum
“Push for Native American Curriculum in Schools Makes Gains.” Associated Press, 14 September 2021 https://www.usnews.com/news/us/articles/2021-09-14/push-for-native-american-curriculum-in-schools-makes-gains
Reinhart, Christopher. “Questions About State Recognition of Indian Tribes” 23 January 2002 https://www.cga.ct.gov/2002/rpt/2002-R-0072.htm#:~:text=Connecticut%20law%20recognizes%20five%20Indian,six%20reservations%20in%20the%20state.
“The Mark of Uncas: A Video Documentary and Curriculum.” Mohegan Tribe & SimonPure Productions https://www.mohegan.nsn.us/docs/default-source/default-document-library/introduction.pdf?sfvrsn=f85e722c_0